Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What) (H) .2 Engage (Hook) (E) .3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience) (R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine), (E) .5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate) (T) .6 Give an example of each Multiple Intelligences (Tailor) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O) .7 Students will be able to ..., (Insert Facet Name) Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W)1.1 Students understand that strong writing is achieved through planning, revising, editing, rewriting, or changing the approach of the work. (Where) Professional works, including college applications, are heavily scrutinized and judged on overall quality of writing. (Why), Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (What). (H) 1.2 Students in groups of four will be given a ridiculous short story that is missing words or even entire sentences and told to finish it. Afterward, as a class we will piece together the most popular student ideas to finish the story. At that point, I will have the students use the remaining time to break each sentence or paragraph into its key components and organize it in a way that would make sense to somebody who had never read the story before. (E)1.3 Students will know: How to establish a factually sound and clearly focused persuasive essay, establishing the most significant vein of their work and developing a voice and thesis that portrays it is essential to a well-developed piece, reverse outlining. (Equipped) Think Pad Brainstorming will be used to develop the students' abilities to formulate thoughts and opinions. Using an Idea Wheel they can organize and categorize what they come up with (Explore), Using Inspiration the students will individually create outlines for one of the ideas formed in the previous assignment (Experience) (R)1.4 Using the Checking for Understanding technique of Definitions Are Us students will define the purpose of an outline (Rethink), Using a checklist students will asses their outline to make sure that their work is clear and organized (Rethink/Revise), Using the same checklist as the students, the teacher will assess the outline and make edits on students self-critique (Revise/Refine). (E)1.5 Formative Assessment - Pre-Assessment: introduce a topic and have the students write a semi-formal journal entry capturing their opinion, discuss the topic in class, and use the journals to assess persuasive methods and voice., Checking for Understanding: Definitions Are Us, and Timely Feedback: Self, teacher (Evaluate). (T) 1.6 Tailors Verbal: Students will have the opportunity to produce a written outline, they may choose to discuss their ideas among peers. Logic: Students will be given an extremely organized and clearly defined example outline; the cleared out template from the example will be provided for simple reconstruction and applicability. Visual: Different sections of the outline will be color-coated to fully differentiate. Musical: Create a rap/or song to explain the different sections of an outline and their purpose. Kinesthetic: Students will be given random slips of paper containing various parts of outlines and told to work together to organize them clearly. Intrapersonal: The students will have time to work alone and brainstorm ideas for their outline. Interpersonal: Students will have time to work together and discuss their outlines. Naturalist: Students will have the option to write about what they want: the naturalist may want to write about nature (global warming, for example). (O)1.7 Students will be able to produce an outline. (Application) Product: Inspiration, Number of Days: 2-3(Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W)2.1 Students will understand that considering the intended audience is imperative to making your voice heard (Where), Having interpersonal qualities is admired by employers and people in general; plus, knowing what to say and why to defend your opinion becomes so much easier when you can predict your audiences' reaction. (Why), Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (What). (H) 2.2 Students will be given slips of paper assigning them to a character with various traits, they will also be divided into small groups, each group will be given a slip of paper with a topic, the groups will then discuss their topic from the perspective of their assigned characters. (E) 2.3 Students will know: How vocabulary and tone influence the audiences interpretation of the persuasive essay and what a thesis is (Equipped), Think Pair Share will be used to develop the students' abilities to recognize various opinion and thoughts and use them to better understand and explain themselves. Using a Venn Diagram they can organize both there own and partners thoughts as a way to see any similarities and/or differences (Explore), Using Pages students will use the tools and observations to expand on their ability to observe other personalities: having an assigned persona students will develop a brochure profiling their persona and what they would want to see in a persuasive work (Experience) (R)2.4 Using a Quick Write students will have a chance to write a quick essay attempting to persuade the person they profiled on a topic. (Rethink), Students will write a journal entry defending their choices and techniques in their Quick Write (Rethink/Revise), Teacher will assess the journal entry and make suggestions on ways to improve their approach (Revise/Refine). (E) 2.5 Formative Assessment - Checking for Understanding: Quick Write, and Timely Feedback: Self, teacher (Evaluate) (T) 2.6 Tailors Verbal: As a class we will have discussions focused around interpreting and analyzing reactions. Logic: Although the students will be expected to be creative with their product, they will be provided with a sample. Visual: Watching various news casts and interviews (including silent versions) the students will discuss the body language and other indicators of that persons thoughts and product will be creative and colorful. Musical: During the hook students will me encouraged to use vocal exaggerations and tone to represent their characters feelings. Kinesthetic: During the hook students will me encouraged to use exaggerated body language to express their characters. Intrapersonal: During the Thin Pair Share activity students will have time at the beginning to brainstorm by themselves. Also, they will be working on the product by themselves. Interpersonal: Both the hook and the latter parts of Think Pair Share will give students a chance to work with one another. (O)2.7 Students will be able to recognize intended audience (Self-knowledge) Product: Pages, Number of Days: 1-2 (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 3.1 Students will understand that developing a concise and well supported written voice is crucial to a strong paper (Where). Have you ever read something so boring or confusing that you finished and could not remember what you just read? Well, other people feel the same way including employers, college admissions representatives, and editors (Why), Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (What). (H) 3.2 Students will be given a notecard, half the class will be one color, the rest a different color, students will then team up with somebody with the other color and talk about themselves. Afterward, students will summarize for the class what they learned without using adjectives and in fewer than twenty words, vocal fluctuations should replaces the adjectives. (E)3.3 Students will know: How to establish a factually sound and clearly focused persuasive essay, different methods for radical revisions. (Equipped), Jigsaw will be used to develop the students' abilities to learn and present the most significant information in a concise manner. An Cluster/Word Web 2 will help the students organize the most important topic and it essential parts. (Explore), Using Garage Band students wil produce an recording of themselves reciting a poem in the manner which they feel best represents it. (Experience) (R)3.4 Writing a One Sentence Summary will challenge the students to sum up the overall point of the unit (Rethink), Students will critique each others sentence, providing feedback on their interpretation of the One Sentence Summary (Rethink/Revise), Teacher will assess the summaries as well as the critiques and provide feedback. By doing so, the teacher will develop a better understanding of the unit's success. (Revise/Refine). (E)3.5 Formative Assessment - Checking for Understanding: One sentence summary, and Timely Feedback: Self, teacher (Evaluate) (T) 3.6 Tailors Verbal: When presenting the hook students will be given the chance to stand and speak to the class. Also, the product is an audiobook on reciting a written poem. Logic: Students will be given complete instructions as well as examples for all methods and revisions. Visual: Before accomplishing the final product students will use various colors to mark-up and highlight parts of the poem in colors representing the emotions (i.e. red is anger, blue is sadness, etc.), therefore when it is time to recite they have interpreted the poems emotions. Additionally, videos on stage performances will be watched to give the students an idea of what will be assessed in the product. Musical: The audiobook will be judged on several things including vocal fluctuations and representations of the text. Intrapersonal: The students will have the time to sit an analyze/interpret the poem for themselves before creating the final product. Interpersonal: The hook involves working in groups and socializing. (O)3.7 Students will be able to express their voice in a concise and supported manner (Explanation) Product: Garage Band, Number of Days: 1-2 (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W)4.1 Students will learn to assess the opposing opinion and use it to strengthen their work (Where). Do you remember the last time you were trying to persuade someone of something and they stumped you? Well it's safe to say that if you can predict what they are gonna say before they do than that should never happen again. Having a strongly developed understanding of people is an extremely valuable skill. (Why), Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (What). (H) 4.2 Several sample videos of failed debates will be watched to emphasize the importance of being able to predict arguments. (E)4.3 Students will know: considering the intended audience is imperative to making your voice, as a writer, heard. (Equipped), Circle the Sage will provide an opportunity for the "sages" to share their knowledge on a topic to students, then small groups of students will be formed of one student from each sage and they will share their newly gained knowledge. Ultimately, the class will share their discoveries and any disagreements will be debated. A Persuasion Map will help the students develop clean and supported ideas for the discussion (Explore), Using Read and Write students will produce an outline for the final debate presenting their sides' arguments and evidence of strategies to "outsmart" the other team (Experience). (R)4.4 Using a Binoculars lesson: First, a seemingly non-relevant topic will be introduced and the students will write for a few minutes about it. Then, students will have time to discuss the topic with peers guided by a short list of questions. After-which, students will write a journal entry talking about whether their view on the topic has changed and whether they were influenced by the discussions with others(Rethink), Students will trade journal entries with each other and write questions or comments on things that jumped out to them or confused them. (Rethink/Revise), Teacher will assess the summaries as well as the critiques and provide feedback (Revise/Refine). (E)4.5 Formative Assessment - Checking for Understanding: Binoculars, and Timely Feedback: Self, teacher (Evaluate) (T) 4.6 Tailors Verbal: Journal entries and product are written. Logic: The product will be held to a strictly organized format that will be explained and presented in full. Visual: The outline/organizer of the debate will help the students understand. Musical: Debate topic will be related to music, "i.e Does Taylor Swift exploit her relationships for success?" Kinesthetic: Before the sample of a well-organized Read and Write product is presented: students will be given sticky notes and told the topic and sequence of the sample and told to organize it in small groups. Intrapersonal: The 'Rethink" section allows students to ponder a topic for themselves and make connections. Interpersonal: All students will have the chance to compare ideas and thoughts with other students. Naturalist: The topic introduced for Binoculars could be themed naturally (global warming, etc). (O)4.7 Students will be able to consider the opposing opinion and use it to strengthen their work. (Empathy) Product: Read and Write, Number of Days: 2-3 (Organize)
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W)5.1 Students will understand different techniques to evaluate and edit their work. (Where). Published works go through several processes of editing and revision before publication, because writing is a process that is subjective and nearly impossible for any single person to perfect. Through understanding methods and techniques of revision you will be able to write clearly and intelligently, which is crucial in job and college, as well as many others, applications. (Why), Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (What). (H) 5.2 The students will be provided with a newspaper article which demonstrates lackluster writing, grammar or spelling mistakes, and/or more. How did the mistakes affect the readability and trustworthiness of the information provided? (E)5.3 Students will know: strong writing is achieved through planning, revising, editing, rewriting, or changing the approach of the work (Equipped), Pairs Check students will pair up and asses each others' drafts. Using a Goal-Reason Web students will try to break each others work into its key components (Explore), Using Google Docs students will read other students' work and critique them and write justifications for every edit (Experience). (R)5.4 Involving a modified Microscope lesson students will reflect on their rough drafts, which will be completed by now, and make comments and adjustments based on the knowledge they have gained thus far. (Rethink) Students will meet with the teacher one-on-one and discuss their revisions, (Rethink/Revise), During the one-on-one meeting the teacher will provide feedback and suggestions (Revise/Refine). (E)5.5 Formative Assessment - Checking for Understanding: Microscope, and Timely Feedback: Self, teacher (Evaluate) (T) 5.6 Tailors Verbal: Students will have the opportunity to talk through their papers with others. Logic: All definitions will be clearly stated and a sample essay including the color coating system will be provided. Visual: Using colors students will highlight their theses, hooks, positive arguments, negative arguments, complex sentences, misspellings, and grammar mistakes. Kinesthetic: A revision technique involving taking a finished draft and cutting it into strips and rearranging it will be introduced. Intrapersonal: Much time will focused on students editing their own work. Interpersonal: Students will have the opportunity to work with other on editing. (O)5.7 Students will be able to evaluate work for improvement (Interpretation) Product: Google Docs, Number of Days: 1-2 (Organize)
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W)6.1 Students will understand that communicating in a professional and respectful manner will make the audience more willing to accept any provided information. (Where). Knowing how to communicate professionally and respectively can be helpful in many ways, including the following: interviews, essays, applications, or while explaining something to somebody. (Why), Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (What). (H) 6.2 The students will watch a video of an interview that demonstrates a disrespectful or inappropriate guest. After which, the class will have a discussion about their impression of that person and their willingness to accept the disrespectful guests' perspective. (E)6.3 Students will know: How vocabulary and tone influence the audiences interpretation of the persuasive essay, claims, radical revisions, reverse outlining, thesis, and How to establish a factually sound and clearly focused persuasive essay (Equipped), Fact & Opinion students will pair up and asses each others' drafts for any final biases or unsupported text. Using an "E Chart" students will place any unsupported text in one and use the graphs structure to justify the observation. (Experience). (R)6.4 At this point, students will have their rough drafts complete and will be working on their final drafts. Using a "Is that a fact?" approach students will trade papers with their peers and use two colors to mark the "seems like a fact" and "seems bias" statements. (Rethink), Students will review their peers' notes and adjust their papers to make sure everything is factual and supported. (Rethink/Revise), Students will hand in their rough drafts with their final draft and the teacher will assess it with a rubric, as well as make personalized comments. (Revise/Refine).(Equipped), Pairs Check students will pair up and asses each others' drafts. Using a Goal-Reason Web students will try to break each others work into its key components (Explore), Using Google Docs students will read other students' work and critique them and write justifications for every edit (Experience). (E)6.5 Formative Assessment - Is that a fact?, and Timely Feedback: Self, teacher (Evaluate) (T) 6.6 Tailors Verbal: Will write and communicate with peers. Logic: The final draft will be organized professionally and will be explained in detail, as well as sampled handed out. Visual: Various colors will be used to mark-up rough drafts. Musical: Kinesthetic: The final product will allow the students to literally apply all of their knowledge in a film production. Intrapersonal: Will have time to reflect on their own work. Interpersonal: Will have time to work in groups and get feedback from peers. Naturalist: Having the opportunity to peer edit will allow them to discuss their potentially nature-related topic with peers. (O)6.7 Students will be able to infer their perspective professionally and respectively (Perspective) Product: iMovie, Number of Days: 2-3 (Organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience)
(R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine),
(E) .5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailor)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Professional works, including college applications, are heavily scrutinized and judged on overall quality of writing. (Why), Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (What).
(H) 1.2 Students in groups of four will be given a ridiculous short story that is missing words or even entire sentences and told to finish it. Afterward, as a class we will piece together the most popular student ideas to finish the story. At that point, I will have the students use the remaining time to break each sentence or paragraph into its key components and organize it in a way that would make sense to somebody who had never read the story before.
(E)1.3 Students will know: How to establish a factually sound and clearly focused persuasive essay, establishing the most significant vein of their work and developing a voice and thesis that portrays it is essential to a well-developed piece, reverse outlining. (Equipped) Think Pad Brainstorming will be used to develop the students' abilities to formulate thoughts and opinions. Using an Idea Wheel they can organize and categorize what they come up with (Explore), Using Inspiration the students will individually create outlines for one of the ideas formed in the previous assignment (Experience)
(R)1.4 Using the Checking for Understanding technique of Definitions Are Us students will define the purpose of an outline (Rethink), Using a checklist students will asses their outline to make sure that their work is clear and organized (Rethink/Revise), Using the same checklist as the students, the teacher will assess the outline and make edits on students self-critique (Revise/Refine).
(E)1.5 Formative Assessment - Pre-Assessment: introduce a topic and have the students write a semi-formal journal entry capturing their opinion, discuss the topic in class, and use the journals to assess persuasive methods and voice., Checking for Understanding: Definitions Are Us, and Timely Feedback: Self, teacher (Evaluate).
(T) 1.6 Tailors
Verbal: Students will have the opportunity to produce a written outline, they may choose to discuss their ideas among peers.
Logic: Students will be given an extremely organized and clearly defined example outline; the cleared out template from the example will be provided for simple reconstruction and applicability.
Visual: Different sections of the outline will be color-coated to fully differentiate.
Musical: Create a rap/or song to explain the different sections of an outline and their purpose.
Kinesthetic: Students will be given random slips of paper containing various parts of outlines and told to work together to organize them clearly.
Intrapersonal: The students will have time to work alone and brainstorm ideas for their outline.
Interpersonal: Students will have time to work together and discuss their outlines.
Naturalist: Students will have the option to write about what they want: the naturalist may want to write about nature (global warming, for example).
(O)1.7 Students will be able to produce an outline. (Application) Product: Inspiration, Number of Days: 2-3(Organize)
Lesson 2
(H) 2.2 Students will be given slips of paper assigning them to a character with various traits, they will also be divided into small groups, each group will be given a slip of paper with a topic, the groups will then discuss their topic from the perspective of their assigned characters.
(E) 2.3 Students will know: How vocabulary and tone influence the audiences interpretation of the persuasive essay and what a thesis is (Equipped), Think Pair Share will be used to develop the students' abilities to recognize various opinion and thoughts and use them to better understand and explain themselves. Using a Venn Diagram they can organize both there own and partners thoughts as a way to see any similarities and/or differences (Explore), Using Pages students will use the tools and observations to expand on their ability to observe other personalities: having an assigned persona students will develop a brochure profiling their persona and what they would want to see in a persuasive work (Experience)
(R)2.4 Using a Quick Write students will have a chance to write a quick essay attempting to persuade the person they profiled on a topic. (Rethink), Students will write a journal entry defending their choices and techniques in their Quick Write (Rethink/Revise), Teacher will assess the journal entry and make suggestions on ways to improve their approach (Revise/Refine).
(E) 2.5 Formative Assessment - Checking for Understanding: Quick Write, and Timely Feedback: Self, teacher (Evaluate)
(T) 2.6 Tailors
Verbal: As a class we will have discussions focused around interpreting and analyzing reactions.
Logic: Although the students will be expected to be creative with their product, they will be provided with a sample.
Visual: Watching various news casts and interviews (including silent versions) the students will discuss the body language and other indicators of that persons thoughts and product will be creative and colorful.
Musical: During the hook students will me encouraged to use vocal exaggerations and tone to represent their characters feelings.
Kinesthetic: During the hook students will me encouraged to use exaggerated body language to express their characters.
Intrapersonal: During the Thin Pair Share activity students will have time at the beginning to brainstorm by themselves. Also, they will be working on the product by themselves.
Interpersonal: Both the hook and the latter parts of Think Pair Share will give students a chance to work with one another.
(O)2.7 Students will be able to recognize intended audience (Self-knowledge) Product: Pages, Number of Days: 1-2 (Organize)
Lesson 3
(H) 3.2 Students will be given a notecard, half the class will be one color, the rest a different color, students will then team up with somebody with the other color and talk about themselves. Afterward, students will summarize for the class what they learned without using adjectives and in fewer than twenty words, vocal fluctuations should replaces the adjectives.
(E)3.3 Students will know: How to establish a factually sound and clearly focused persuasive essay, different methods for radical revisions. (Equipped), Jigsaw will be used to develop the students' abilities to learn and present the most significant information in a concise manner. An Cluster/Word Web 2
will help the students organize the most important topic and it essential parts. (Explore), Using Garage Band students wil produce an recording of themselves reciting a poem in the manner which they feel best represents it. (Experience)
(R)3.4 Writing a One Sentence Summary will challenge the students to sum up the overall point of the unit (Rethink), Students will critique each others sentence, providing feedback on their interpretation of the One Sentence Summary (Rethink/Revise), Teacher will assess the summaries as well as the critiques and provide feedback. By doing so, the teacher will develop a better understanding of the unit's success. (Revise/Refine).
(E)3.5 Formative Assessment - Checking for Understanding: One sentence summary, and Timely Feedback: Self, teacher (Evaluate)
(T) 3.6 Tailors
Verbal: When presenting the hook students will be given the chance to stand and speak to the class. Also, the product is an audiobook on reciting a written poem.
Logic: Students will be given complete instructions as well as examples for all methods and revisions.
Visual: Before accomplishing the final product students will use various colors to mark-up and highlight parts of the poem in colors representing the emotions (i.e. red is anger, blue is sadness, etc.), therefore when it is time to recite they have interpreted the poems emotions. Additionally, videos on stage performances will be watched to give the students an idea of what will be assessed in the product.
Musical: The audiobook will be judged on several things including vocal fluctuations and representations of the text.
Intrapersonal: The students will have the time to sit an analyze/interpret the poem for themselves before creating the final product.
Interpersonal: The hook involves working in groups and socializing.
(O)3.7 Students will be able to express their voice in a concise and supported manner (Explanation) Product: Garage Band, Number of Days: 1-2 (Organize)
Lesson 4
(H) 4.2 Several sample videos of failed debates will be watched to emphasize the importance of being able to predict arguments.
(E)4.3 Students will know: considering the intended audience is imperative to making your voice, as a writer, heard. (Equipped), Circle the Sage will provide an opportunity for the "sages" to share their knowledge on a topic to students, then small groups of students will be formed of one student from each sage and they will share their newly gained knowledge. Ultimately, the class will share their discoveries and any disagreements will be debated. A Persuasion Map will help the students develop clean and supported ideas for the discussion (Explore), Using Read and Write students will produce an outline for the final debate presenting their sides' arguments and evidence of strategies to "outsmart" the other team (Experience).
(R)4.4 Using a Binoculars lesson: First, a seemingly non-relevant topic will be introduced and the students will write for a few minutes about it. Then, students will have time to discuss the topic with peers guided by a short list of questions. After-which, students will write a journal entry talking about whether their view on the topic has changed and whether they were influenced by the discussions with others(Rethink), Students will trade journal entries with each other and write questions or comments on things that jumped out to them or confused them. (Rethink/Revise), Teacher will assess the summaries as well as the critiques and provide feedback (Revise/Refine).
(E)4.5 Formative Assessment - Checking for Understanding: Binoculars, and Timely Feedback: Self, teacher (Evaluate)
(T) 4.6 Tailors
Verbal: Journal entries and product are written.
Logic: The product will be held to a strictly organized format that will be explained and presented in full.
Visual: The outline/organizer of the debate will help the students understand.
Musical: Debate topic will be related to music, "i.e Does Taylor Swift exploit her relationships for success?"
Kinesthetic: Before the sample of a well-organized Read and Write product is presented: students will be given sticky notes and told the topic and sequence of the sample and told to organize it in small groups.
Intrapersonal: The 'Rethink" section allows students to ponder a topic for themselves and make connections.
Interpersonal: All students will have the chance to compare ideas and thoughts with other students.
Naturalist: The topic introduced for Binoculars could be themed naturally (global warming, etc).
(O)4.7 Students will be able to consider the opposing opinion and use it to strengthen their work. (Empathy) Product: Read and Write, Number of Days: 2-3 (Organize)
Lesson 5
(H) 5.2 The students will be provided with a newspaper article which demonstrates lackluster writing, grammar or spelling mistakes, and/or more. How did the mistakes affect the readability and trustworthiness of the information provided?
(E)5.3 Students will know: strong writing is achieved through planning, revising, editing, rewriting, or changing the approach of the work (Equipped), Pairs Check students will pair up and asses each others' drafts. Using a Goal-Reason Web students will try to break each others work into its key components (Explore), Using Google Docs students will read other students' work and critique them and write justifications for every edit (Experience).
(R)5.4 Involving a modified Microscope lesson students will reflect on their rough drafts, which will be completed by now, and make comments and adjustments based on the knowledge they have gained thus far. (Rethink) Students will meet with the teacher one-on-one and discuss their revisions, (Rethink/Revise), During the one-on-one meeting the teacher will provide feedback and suggestions (Revise/Refine).
(E)5.5 Formative Assessment - Checking for Understanding: Microscope, and Timely Feedback: Self, teacher (Evaluate)
(T) 5.6 Tailors
Verbal: Students will have the opportunity to talk through their papers with others.
Logic: All definitions will be clearly stated and a sample essay including the color coating system will be provided.
Visual: Using colors students will highlight their theses, hooks, positive arguments, negative arguments, complex sentences, misspellings, and grammar mistakes.
Kinesthetic: A revision technique involving taking a finished draft and cutting it into strips and rearranging it will be introduced.
Intrapersonal: Much time will focused on students editing their own work.
Interpersonal: Students will have the opportunity to work with other on editing.
(O)5.7 Students will be able to evaluate work for improvement (Interpretation) Product: Google Docs, Number of Days: 1-2 (Organize)
Lesson 6
(H) 6.2 The students will watch a video of an interview that demonstrates a disrespectful or inappropriate guest. After which, the class will have a discussion about their impression of that person and their willingness to accept the disrespectful guests' perspective.
(E)6.3 Students will know: How vocabulary and tone influence the audiences interpretation of the persuasive essay, claims, radical revisions, reverse outlining, thesis, and
How to establish a factually sound and clearly focused persuasive essay (Equipped), Fact & Opinion students will pair up and asses each others' drafts for any final biases or unsupported text. Using an "E Chart" students will place any unsupported text in one and use the graphs structure to justify the observation. (Experience).
(R)6.4 At this point, students will have their rough drafts complete and will be working on their final drafts. Using a "Is that a fact?" approach students will trade papers with their peers and use two colors to mark the "seems like a fact" and "seems bias" statements. (Rethink), Students will review their peers' notes and adjust their papers to make sure everything is factual and supported. (Rethink/Revise), Students will hand in their rough drafts with their final draft and the teacher will assess it with a rubric, as well as make personalized comments. (Revise/Refine).(Equipped), Pairs Check students will pair up and asses each others' drafts. Using a Goal-Reason Web students will try to break each others work into its key components (Explore), Using Google Docs students will read other students' work and critique them and write justifications for every edit (Experience).
(E)6.5 Formative Assessment - Is that a fact?, and Timely Feedback: Self, teacher (Evaluate)
(T) 6.6 Tailors
Verbal: Will write and communicate with peers.
Logic: The final draft will be organized professionally and will be explained in detail, as well as sampled handed out.
Visual: Various colors will be used to mark-up rough drafts.
Musical:
Kinesthetic: The final product will allow the students to literally apply all of their knowledge in a film production.
Intrapersonal: Will have time to reflect on their own work.
Interpersonal: Will have time to work in groups and get feedback from peers.
Naturalist: Having the opportunity to peer edit will allow them to discuss their potentially nature-related topic with peers.
(O)6.7 Students will be able to infer their perspective professionally and respectively (Perspective) Product: iMovie, Number of Days: 2-3 (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe